O trabalho com argumentação em ambientes de ensino-aprendizagem: um desafio persistente

This article focuses on an innovative experience in the field of university teaching in Brazil, with the purpose of researchingthe use ofan argumentation method in the classroom, based on three simultaneouscriteria: 1) that the methodis theoretically grounded, 2) that it meets the dual purpose of promoting the construction of knowledge about the curriculum and developing critical and argumentative skills among students, and 3) that it may be applied in various educational situations (both formal and informal) different to that in which it was created. This methodology was adapted from the Critical Debate Model proposed by Fuentes (2011). In the presentation of this experience, three fundamental ideasare emphasized: first, the importance of designing theoretically-supported argumentative practices in the classroom -to identify aspects of argumentation and classroom activities that effectivelyencourage reflection and knowledge construction-. Second, that within the Critical Debate Model proposed by Fuentes (2011) it can make a significant contribution both to the construction of knowledge about curricular issues and the development of communication skills of students. Third, rather than highlighting specific details of various argumentative proposals, the goal is to identify principles or essential dimensions of argumentative practices in educational environments if we want to favor argumentation in the classroom as well as the construction of knowledge and the development of reflective skills in individuals. [PUBLICATION ABSTRACT]